Elementary Foundational Program

Minneapolis Public Schools

3/9/2014
Academic Division
Version 7






Elementary Master Scheduling: Creating a Structure to Prepare All Students for Post-Secondary Success

Purpose:
Beginning in the 2014-15 school year, elementary schools will develop master schedules (building wide schedules that
identify grade level blocks of time for core academic areas, student interventions and extensions, teacher collaboration,
social emotional learning and specialist classes) within Discovery that support a multi-level system for increasing student
achievement. In an elementary master schedule, priority is given to maximizing instructional minutes for core academic
instruction. In addition, master schedules are designed to provide equitable access to all instruction. The purpose of
this report is to provide information on the components of the master schedule and explain why the change is
necessary.


Background Information:
In developing this proposal, schedules were collected from elementary sites. Surrounding districts were contacted and
shared their documentation on elementary scheduling. Content area elementary TOSAs, Teaching and Learning Content
Leads, Special Education, English Language Learner Dept., Multilingual Dept., Talent Development and Advanced Learner
Education Dept. and the Dept. of Student Support Services were contacted to share expectations. Research on master
schedules and best practice was collected and incorporated.


MPS information:
This master schedule is built on a 6.5 hour/390 minute day (although some sites do have slightly longer days).


MN statute regarding days/hours of instruction:

120A.41 LENGTH OF SCHOOL YEAR; HOURS OF INSTRUCTION.
A school board's annual school calendar must include at least 425 hours of instruction for a kindergarten student
without a disability, 935 hours of instruction for a student in grades 1 though 6, and 1,020 hours of instruction
for a student in grades 7 though 12, not including summer school. The school calendar for all-day kindergarten
must include at least 850 hours of instruction for the school year. A school board's annual calendar must include
at least 165 days of instruction for a student in grades 1 through 11 unless a four-day week schedule has been
approved by the commissioner under section 124D.126.

Current State:
Schools have large variation in scheduled times for core content.
Daily minutes of instruction range from:
ELA 45-150 minutes (average 80 minutes)
Math 55-100 minutes (average 60 minutes)
Science 15-65 minutes (average 20 minutes)
Social Studies 0-65 minutes (average 15 minutes)

Variation in daily total minutes of instruction is due to teachers recording of unscheduled time (examples include: clean
up, reflection, beginning/end of day routines, bathroom breaks, potpourri, etc.) and listing starting before the regular
day with work time or breakfast time.


This project is based on the work of Canady and Rettig (2008), specifically the book, Elementary School Scheduling:
Enhancing Instruction for Student Achievement, Eye on Education Inc.


Six Key Principles of Elementary School Scheduling:
1. Focusing on the mission
2. School-wide scheduling
3. Collaboration
4. Practicality
5. Fairness
6. Efficiency


Common Scheduling Problems:
1. Inconsistent allocation of time
2. Fragmented instructional time
3. Difficulty of structuring time for intervention, remediation, enrichment and special services
4. Lack of common planning time for teachers during the school day
5. Mismatch between needs and resources
6. Mismatch between professional teaching skills and teaching assignments


The well crafted elementary school schedule will:
1. Improve the quality of school time
2. Reduce problems associated with various pull out programs
3. Decrease class size during critical instructional periods
4. Allow for temporary, flexible instructional groups based on what and who is being taught
5. Provide varying amounts of time for students to learn based on their individual needs




MPS Elementary Master Schedule Goals:

1. Increase the amount of un-interrupted instructional time dedicated to core instruction

2. Increase the amount of un-interrupted instruction time dedicated to intervention and extension (in order to
maximize resources and appropriately target instruction)

3. Increase the amount of scheduled time for science, social studies and the arts

4. Acknowledge the importance of social emotional learning through the consistent implementation of Responsive
Classroom and Second Step (which supports the MPS Behavior Standards Policy and in response to the Safe
Schools Bill)

5. Provide consistent and adequate time for lunch and recess

6. Acknowledge the need for intentional integrated instruction in order to meet all required state standards within
the school day

7. Minimize transitions throughout the day


Proposed minimum elementary requirements by content area and grade

Additional programs:
World Language (for schools that already have an existing program): Minimum of 3 sessions per week (or every other day) for a minimum of 90 minutes
Other Fine Arts (band, orchestra, dance, theater): 30-55 minutes per week in pull out sessions
K 1 2 3 4 5
English Language Arts
145 min daily
(includes
integrated
content area
literacy
150 min daily (includes integrated content literacy)
Math 65 min daily 70 min daily
Social Studies
60 minutes per week
(at least 2 sessions/week)
Academic
Intervention/Extension
90 minutes per week
(up to 3 times/week)
Science 150 minutes per week
Lunch/Recess
40 min daily
(20 minutes of each daily)
Visual Arts (1 session)
General Music (1 session)
Phys Ed (2 sessions)
Media (1 session)
55 min daily
(5-day rotating schedule)
Social Emotional Learning 25 min daily 15 min daily
Total minutes 390 minutes daily / 1950 minutes per week


Content Specific Recommendations:

Statement on Content Area Integration
After assembling the proposed elementary schedule, it is clear that students opportunity to receive adequate
instruction on all academic standards required by law involves significant content area integration. There are simply not
enough minutes in the MPS school day for teachers to appropriately address all content areas in isolation. Such
compartmentalized learning is also not best practice for students, who benefit from solving real-world problems
involving the application of various skills in concert. The need for integrated learning experiences is further reinforced
by the common core ELA standards, which include specific content literacy standards for science, technical subjects, and
social studies and stipulate that elementary students should spend at least 50% of their time reading and writing non-
fiction texts.

A more integrated elementary day would bring application of literacy and mathematics skills into social studies, science,
health, and other content areas. In order to support teachers in shifting toward a more integrated model, the Academic
Division must align its decisions about curriculum, assessments, and instructional materials to this goal.


English Language Arts:
Time should be structured into no smaller than hour blocks including time for: reading comprehension and fluency
(readers workshop), writing process and craft (writers workshop) and language skills instruction (skills block).
See appendix for accompanying documents.

Math:
Time should be structured in one block.
If a site is using ST math, we recommend implementing it as a tier II intervention (and not using it during core instruction
for all students). We recommend the following math interventions: Assessing Math Concepts/Developing Number
Concepts for K-2 and Do the Math for 3-5.

Science:
Minimum of 3 hours of instruction per week as communicated by Emily Puetz in 12-2012 memo. Time can be combined
for a weekly/monthly total amount of instruction. See appendix for accompanying documents.

Social Studies:
Materials will be integrated with ELA when possible. Time can be combined for a weekly/monthly total amount of
instruction. See appendix for accompanying document.

Fine Arts/Physical Education/Information Media:
Fine Arts, Physical Education and Information Media each included a requirement document with additional information
See appendix for accompanying documents.

Social Emotional Learning:
Given the pending implementation of the districts Behavior Standards Policy and in response to the Safe Schools Bill,
the Department of Student Support Services recommends both Responsive Classroom and Second Step as a social
emotional learning opportunity for all elementary students.

Academic Intervention/Extension Block:
The block should be the same for an entire grade level if possible. All available staff would be dedicated to provide
intervention/extension instruction during this block for ELA and/or math.

World Language:
Instruction should occur in collaboration with a classroom teacher in which the classroom teacher actively participates in


the lessons. World language instruction should not occur during teacher prep-time. Curriculum should be content-
enriched which addresses some other content standards such as math, social studies, and science, and supports and
enforces the development of concepts.



Special Services Expectations:

Special Education:
Specialized instruction is typically delivered by special education staff after the Individual Education Plan (IEP) team has
developed educational goals and objectives based on each students strengths, weaknesses, and unique learning needs.
Specialized instruction for students with disabilities supplements but does not supplant core instruction. Specialized
instruction includes alterations, modifications, and adaptations in instructional methods, materials, techniques, media,
physical setting, or environment all of which support access to the general education curriculum. Services may be
delivered part or full time with a focus on maximizing time spent with non-disabled peers (Least Restrictive Environment
or LRE). Specialized instruction can be delivered in a general education setting, a resource room or a self-contained
setting.
The Individuals with Disabilities Education Improvement Act (IDEIA) requires states to establish procedures to ensure,
"that to the maximum extent appropriate," students with disabilities are educated with children who are not disabled.
Programs serving children with learning challenges as well as those with speech/language and other related services
needs are available in all schools.
A continuum of special education services must include a range of services made available to students with an IEP, so
that students may be served in the least restrictive environment. This must include a combination of support for
students in general education and direct, specialized and intensive instruction. There must be a balance of time and
effort between support and instruction and the availability of all special education service options that was determined
by the IEP team for each student.
Decision making about an individual student's schedule, including how much time and when to pull out and
participation in general education are determined by the IEP team.


Talent Development and Advanced Learner Education:
Curriculum and instruction differentiated specifically for advanced learners is delivered by appropriately trained
classroom teachers. The advanced learner framework calls for identified advanced learners to be clustered regularly for
core instruction. Advanced differentiation should be an integral part of core instruction rather than a set-aside or pull
out program. Instruction for advanced learners should provide increased intellectual demand focused on complex
thinking and problem solving skills, depth and complexity of content, and authentic research and communication skills.
The district provides various resources to support implementation of the advanced learner framework and instructional
practices to support advanced differentiation. Please see the appendix for details.

World Language:
Sufficient contact time for an elementary World Language program 75 to 90 minutes in total over 3 to 5 sessions per
week. Instruction is grounded in the implementation of the national standards (ACTFLs 5Cs) with a communicative
approach (emphasis on communication and not on learning about the language through memorization of vocabulary,
grammar rules, etc.). Instruction should be contextualized, through integration of the language, content, and culture.
The primary goal of elementary world language instruction is to develop proficiency in an articulated learning sequence
between the grade levels.
World Language instruction at elementary school should occur as early as possible in the students academic career in
order to develop high level of language proficiency to function at a job setting or meet the language requirement of a
college by the time they graduate from MPS. The recommendation is to start language instruction at kindergarten if
possible.


English Language Development:
Level 1 and 2 English Learners will receive 30-45 minutes of pull out English language development (ELD) as part of their
core instruction. All English Learners will receive language support through co-teaching in content during core
instruction. Science and social studies are recommended content areas of focus. When science and social studies
content is integrated into the literacy block, co-teaching can also occur during the literacy block. Math, reading, and


other academic interventions are available to English Learners in addition to the services they receive for English
language development. See appendix for accompanying document.

Tiered Instruction (RTI):
Tiered instruction is a system built on the principles of RTI and the Problem Solving Model.
Through all core instruction, school staff will consistently monitor student progress and growth with frequent formative
assessment. When a student demonstrates he/she may have a need for additional instruction in mathematics or ELA,
the staff will determine a specific need and will make a plan to meet that need with aligned instructional strategies or
programs during the academic intervention/extension block. This additional instruction may last anywhere from 6-12
weeks and student progress on the identified need will be monitored weekly throughout this period. At the end of the
defined instructional period, staff will determine the most appropriate next steps for the student based on his/her
overall progress and rate of growth. The record of service in interventions should be recorded in Classroom for Success.

Extended Learning:
Targeted Services are offered at all K-8 sites in after school settings for students who qualify.
Students may receive up to 4 hours per week, for up to 24 weeks of small group, 12:1, instruction.
Target Services is for a student who:
(1) performs substantially below the performance level for pupils of the same age in a locally determined achievement
test;
(2) is behind in satisfactorily completing coursework or obtaining credits for graduation;
(3) is pregnant or is a parent;
(4) has been assessed as chemically dependent;
(5) has been excluded or expelled according to sections 121A.40 to 121A.56;
(6) has been referred by a school district for enrollment in an eligible program or a program pursuant to section
124D.69;
(7) is a victim of physical or sexual abuse;
(8) has experienced mental health problems;
(9) has experienced homelessness sometime within six months before requesting a transfer to an eligible program;
(10) speaks English as a second language or is an English learner; or
(11) has withdrawn from school or has been chronically truant; or
(12) is being treated in a hospital in the seven-county metropolitan area for cancer or other life threatening illness or is
the sibling of an eligible pupil who is being currently treated, and resides with the pupil's family at least 60 miles beyond
the outside boundary of the seven-county metropolitan area.
Summer school is offered in clustered sites (sites with air conditioning).


APPENDIX

MPS Elementary Literacy

The elementary (K-5) literacy model is Readers and Writers Workshop. The elementary literacy program utilizes Good
Habits, Great Readers as its core instructional resource for reading and Lucy Calkins units of study for writing. These
resources are supplemented with various mentor texts selected to support reading and writing instruction at each grade
level. Words their Way is the core instructional program for language (vocabulary and spelling).

The Readers and Writers workshop framework was introduced and supported through on-site literacy coaches who
worked in every MPS K-5 and K-8 school from 2008 until 2012. Literacy coaches led professional development for
teachers, modeled strategies and lessons, and help advise/lead literacy-focused professional learning communities.

The reading and writing block structures are as follows:

Readers Workshop 60 90 minutes
Focused Mini-Lesson 10-15 minutes Reading Aloud
Shared Reading
Work Period 40-65 minutes Guided Reading
Partner Reading
Literature Circles
Independent Reading and Conferring
Closing 10-15 minutes Share Out

Writers Workshop 60 minutes
Focused Mini-Lesson 5-15 minutes Modeled Writing
Shared and Interactive Writing
Work Period 25-40 minutes Guided Writing
Independent Writing and Conferring
Closing 10-15 minutes Share Out / Authors Chair

Language Instruction (weekly cycle) 20-30 minutes
Day 1 Introduce the word sort
Day 2 Sort and check
Day 3 Reflect and find words in context
Day 4 Extend and apply the skill
Day 5 Extend and apply the skill


The Focused Instruction curriculum guides for elementary reading and writing include standards-aligned learning
targets, a recommended daily sequence of lessons, and benchmark assessments aligned to the rigor and expectations of
the common core standards. Within the assessments, there is a particular focus on requiring students to cite evidence
for claims that they make about what they read.









MPS Elementary Science


MPS elementary science instruction is delivered in a hands-on inquiry based model of instruction.

All students should receive a minimum of three hours of science instruction per week

Science units identified in Year-at-a-Glance (YAG) are not taught in sequential order, but in order of kit
availability, based on spring sign-up at each site. (Please note that Unit 1 is embedded in all other science units
and is not a stand-alone unit)

Elementary instructional materials are supplied and maintained by the district science center and delivered to all
schools. The use of these materials is support by the district science team in the Teaching and Learning
Department.

All MPS K-5 classrooms have access to all science instructional materials needed to support Focused Instruction
units.

Science kits are shipped to classrooms for 5-13 weeks, based on length of instructional time needed for unit.

100+ teachers have received training in Science Writing Instruction, a program used to integrate Common Core
ELA Writing Standards and science learning in both the writers workshop and science instructional time.


Program expectations
In order to sustain and extend recent gains, it is important to point out the following expectations for elementary
science instruction in Minneapolis:
1. All students should receive science instruction every year. The Minnesota state standards and benchmarks
define expectations for the knowledge and skills students will master at each grade level. Since students
understanding of science concepts evolves over time, it is critical that rigorous science instruction begin in pre-K
and extend throughout a childs K-12 experience in MPS.
2. All students should be provided a minimum of 3 hours of science instruction each week to prepare them with
the foundational knowledge and skills needed for rigorous coursework in grades 6-12.

Program support
Our commitment to quality science instruction for every elementary school child is reflected in the investments we have
made to support the program. These include the following resources which are available to every elementary teacher:
1. Focused Instruction curriculum guides aligned to the state standards and benchmarks include the scope and
sequence for teaching science units in grades K and 3. Curriculum guides for grades 1 and 4 are being developed
now and will be introduced in fall 2013.
2. Elementary instructional materials are supplied and maintained by the district science center and delivered to all
schools. The use of these materials is support by the district science team in the Teaching and Learning
Department.
3. Professional development is provided annually from the MPS Science Department for teachers related to
content knowledge and pedagogy, use of instructional materials, the integration of literacy, math, and
community resources. We communicate these opportunities through principal newsletters and e-mail notices
to building specialists and direct communication with teachers. You may also consult eCompass for upcoming
opportunities.




MPS Elementary Social Studies

MPS elementary Social Studies instruction require students to think critically about important issues,
communicate their findings from social science inquiry, and engage in the processes of problem solving and
discipline-based inquiry.

All students should receive at least one hour of social studies skills instruction per week. Additional social
studies instruction should be integrated into the English Language Arts block and intervention/extension block.


All MPS K-5 classrooms have access to all Social Studies instructional materials needed to support Focused
Instruction Curriculum Guide units.



100+ teachers have received training in ELA and Social Studies Integration methods.

















MPS Elementary Fine Arts

Fine Art Content Includes:

Visual Art (class, K 5)
General Music (class, K 5)
Dance (class, K 5)
Theater (class, K 5)
Instrumental Music* (grades 4 and 5)
o Small Group Lessons
o Ensemble Session

*Introduced to earlier grades at Art Magnet programs

Time Requirements

General Structure
o Minimum of 55 minutes instruction (not interrupted or split) for 1
st
5
th
grade
o Kindergarten can be split, but should maintain total amount of 55 minutes per week
o Ideally two 55 minute sessions every five days

Visual Art, Gen. Music, Dance and/or Theater Class
Minimum of:
o Once every 5 days (rotating, not limited to a week day assignment)
o 55 minutes per session
o Approximately 35 sessions per year
Ideal:
o Two days every five days (rotating, not limited to a week day assignment)
o 55 minutes per session
o Approximately 60 sessions per year

Instrumental (Band and Orchestra)

Minimum of:
Lessons
o One 30 minute small group lesson per student per week (calendar week)
o Done in pull out model from 4
th
and 5
th
grade classrooms (pull out not to occur during other specialist
time)
Ensemble
o One 55 minute class meeting one day per week (fixed day)
o Students are pulled out from class (not to be pulled from other specialist time, if at all possible)
Ideal:
Lessons
o One 45 minute small group lesson per student per week (calendar week)
o Done in pull out model from 4
th
and 5
th
grade classrooms (pull out not to occur during other specialist
time)
Ensemble
o Two 55 minute class meeting per week (fixed days)
o Students are pulled out from class or ensemble is provided after school (not to be pulled from other
specialist time, if at all possible)



Additional Requirements

Each Fine Arts teacher has curriculum (represented in FI guides) and is responsible for teaching long-term
learning targets in their entirety.
The 35 sessions (per year) at 55 minutes each are the minimum required for each Fine Arts teacher to
successfully meet the expectations of MPSs curriculum and the MN Fine Arts Standards.






MPS Elementary Physical Education

Time Requirements:

General Curricular Structure
Minimum of 55 minutes instruction K 5
th
grade
Kindergarten could be split, but should maintain a minimum total amount of 110 minutes per week
Ideally two-three 55 minute sessions every five days

Minimum of:
50 minutes per session
Ideal:
Two-three sessions every five days (rotating, not limited to a week day assignment)
55 minutes per session
Approx. 60 sessions per year

Additional Requirements

Each Physical Education teacher has curriculum (represented in FI guides) and is responsible for teaching long-
term learning targets and administering benchmark assessments in their entirety.








MPS Elementary Information Media

Information Media Content Includes:

Library and Media Resource Use
Literacy Support for both Learning and Enjoyment
Inquiry and Research
Effective Communication Using Technology
Responsible Digital Citizenry

The content delivered in the Information Media classroom supports the content in other areas, and specifically, the new
Minnesota State ELA standards.

The content developed in the Information Media coursework can be found in the MPS Focused Instruction documents
and are based on the Minnesota Educational Media Organization Standards and the Minnesota Standards for Effective
School Library Media Programs.


Time Requirements

General Curricular Structure
o Minimum of 55 minutes instruction (not interrupted or split) for
1
st
5
th
grade
o Kindergarten can be split, but should maintain total amount of 55 minutes per week
o Approximately 35 sessions per year

Additional Requirements

Content needs to be delivered by a licensed media specialist.
Each Information Media teacher has curriculum (represented in FI guides) and is responsible for teaching long-
term learning targets in their entirety.
The 35 sessions (per year) at 55 minutes each are the minimum required for each Information Media teacher to
successfully meet the expectations of MPSs curriculum and the Information Media Standards.




















MPS Talent Development and Advanced Learner Education:
Services for Elementary Advanced Learners

Identified Advanced Learners are clustered (6-10 students) in classrooms with appropriately trained classroom
teachers (MPS TDALE Certificate, Masters or Graduate Certificate in Gifted Education).
Core curriculum and instruction should be differentiated for advanced learners to provide appropriate
intellectual demand (depth and complexity, accelerated pacing or challenge, and interest/talent focused inquiry
investigation). Advanced differentiation should be an integral part of the core, rather than adjunct or
separate (e.g., reserved for pull-out programming).
Appropriate instruction should be provided consistently and can be facilitated through flexible, small group
instruction and individual/group conferring.
Where possible, Advanced Differentiation Specialist (funded by site) collaborates with cluster teachers (co-plan,
co-teach & follow up) to support advanced differentiation within the classroom across content areas.
Advanced Differentiation of the Core Curriculum for Advanced Learners
Resources for advanced differentiation are deployed within the curriculum guides to ensure that teachers have the
tools they need to challenge advanced learners throughout the school day. In reading, writing, math, science, and
social studies, teachers will find a vast array of advanced options for small group instruction, parallel projects,
independent study, and group investigations.
Because these resources have been aligned with the core learning targets and apply research-based methods for
challenging advanced learners, they can be used asis or adapted based on teacher expertise.

Content Advanced Skills and Strategies Management and Expectations
Reading Critical Literacy and Critical Thinking Skills
Depth and Complexity prompts
Exploration of universal concepts (themes)
Scholarly Habits
Socratic Seminar
Small group instruction minimum 2
times per week replacing guided reading
with extension into independent reading
& conferring

Writing Critical Literacy and Critical Thinking Skills
Depth and Complexity prompts
Thinking Like a Disciplinarian
Exploration of universal concepts (themes)
Small group instruction minimum 2
times per week replacing guided writing
with extension into independent writing
and conferring
Math Curriculum Compacting
Pre-assessment & ongoing assessment of learning
target mastery
Use of anchor activities focused on problem solving
and advanced application of unit concepts and skills
Extension lessons aligned to grade level learning
targets
Small group instruction minimum 2
times per week during explore portion
of lesson with extension into
independent work and conferring


Social Studies &
Science
Thinking like a Disciplinarian
Depth and Complexity prompts
Exploration of universal concepts (themes)
Advanced research and skills of the disciplines
Parallel projects with multiple steps and
tasks leading to product; may be used to
extend, replace, augment or anchor
within the unit; may be used individually
or with small groups; tasks require
instruction or conferring support
Independent
Study/ Group
Investigations
Allow for in-depth inquiry in area of student interest
Authentic research and communication skills
Students should be consistently engaged
in independent study/ group
investigations throughout the year.
Instruction will focus on steps of the
process, support for various stages in
the inquiry process and assessing
process skills.




MPS Elementary World Languages
Primary goal of the program:
Develop language proficiency by implementing the national standards (ACTFLs 5Cs) with a communicative
approach (emphasis on communication and not on learning about the language through memorization of
vocabulary, grammar rules, etc.).

Scheduling Recommendations:
The national standard for elementary world language programs is to meet a minimumof 3 times per week (or
every/other day) for a minimumof 90 minutes of instruction per week throughout the entire school year to
allow sufficient contact time.

Checklist for effective language programming:

I. Programming/Scheduling
Language instruction is scheduled a minimum of 3 times per week for a minimum of 90 minutes in total per week
for each classroom for each grade level.
World Language option provided to all students in the grade levels served (i.e., not simply to G/T students)
Instruction differentiates for native speakers of the target language and new beginners (e.g., students who arrive in
the middle of the school year) of the language.
II. Curriculum and Instruction
Curriculum integrates ACTFLs 5Cs (Communication, Culture, Connection, Comparison and Communities) and is
content-based. (For example, FLES lessons could integrate with Science or Social Studies units.)
Instruction is communicative and contextualized through integration of the language, content, and culture.
Instruction is highly active, characterized by high levels of interaction in the target language. (Best practice
includes singing, role plays, storytelling, and games in the target language and/or in the context of learning
about the target culture.)
Necessary material to support contextualized instruction is provided.
o Books, graded readers, and stories in the target language.
o Posters, maps, photo flashcards, costumes, puppets, plastic objects, whiteboards, markers, artifacts from the
target cultures.
o Subscriptions of printed media, childrens magazine.
Instruction will be centered around clear learning targets with formative and summative evidence of student learning.
III. Other
Language teacher is proficient in the target language in listening, reading, speaking, and writing.
Language teacher is licensed in K-12 World Languages or in a process of obtaining one.
Ideally, classroom teacher participates in FLES instruction.
Choice of the language offering aligns with offerings at the secondary level in the area.

Additional Needs: Field trips, classroom visitors, opportunities to use the language via Internet, community events,
Amity aides.
Enrollment Plan: The following new programs addressed in the five year enrollment plan will have a WL program:
Cityview
Wilder
Cooper
Webster



Multilingual is in the process of developing MPS World Languages Vision 2020. As a part of this work, the following
components will be addressed; and therefore, additional elementary schools might be added to have WL.
Identification of K-5 schools where a language program(s) should be offered informed by the following components:
Existing/development of IB pathway,
A perspective of equity and accessibility to a language program in each zone should a family chooses a language
l earning for their children.
Development of framework for K-5 language programs which includes:
Frequency and minutes of instruction
Best practice and strategies for effective program
Budget needs










































MPS English Learners (ELs)

Master scheduling prioritizes the needs of English learners and ESL teacher access to ELs during core instruction.
ELs are clustered in classrooms and/or content sections that include a focus on English Language Development
Time for teacher collaboration and co-planning is built into the master schedule in order to meet the language
development needs of ELs.
Language support and differentiation for ELs is part of core instruction for all content areas throughout the day.
Pull out English Language Development time is part of core instruction for ELs. For Level 1 ELs receive a
specialized ELD curriculum for 45 minutes per day. Level 2 ELs receive curriculum aligned to grade level Focused
Instruction content for 30 minutes per day.
Co-teaching for ELs is recommended to occur in the Science and Social Studies content areas. When those
content areas are integrated into the literacy block, that is also a recommended time for co-teaching.
We recommend the following as first choices for pull-out ELD:
1) Literacy block, probably during word work time, since the vocabulary taught during that time is most likely to be
out of students grasp.
2) Social studies
We recommend the following as the last choices for pull-out ELD:
1) Math
2) Science
3) Enrichment

Curriculum for ELD time should be aligned to the content students are pulled out of when possible. The K-5
Newcomer ELD curriculum is aligned to Focused Instruction.
Math, reading and other Tier II and III interventions are available to all ELs in addition to language support and
differentiation they receive during core instruction.